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Module 4 : Tiered Instruction. Adolescent Literacy – Professional Development. Unit 1, Session 3. Overview of Tier 2 Instruction. 4.1.3. Session Overview. Unit 1, Session 3 Questions : What does Tier 2 instruction look like? How should Tier 2 instruction be implemented? - PowerPoint PPT Presentation
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Module 4: Unit 1, Session 3
MODULE 4: TIERED INSTRUCTION
Adolescent Literacy – Professional DevelopmentUnit 1, Session 3
Module 4: Unit 1, Session 3
OVERVIEW OF TIER 2 INSTRUCTION
4.1.3
Module 4: Unit 1, Session 3 3
Session Overview Unit 1, Session 3 Questions:
What does Tier 2 instruction look like?How should Tier 2 instruction be implemented?Who is involved in Tier 2 interventions?
Unit 1, Session 3 Objectives: For participants to…Understand the roles of classroom teachers and special
educators at Tier 2Understand the components of Tier 2 interventions, as
well as its goalsConsider how to schedule Tier 2 interventions
Module 4: Unit 1, Session 3 4
Warm-Up: Discuss Flexible Scheduling
Situation: Small group reading time to assist struggling readers has to be incorporated into the daily schedule of your school.
When can this be done? How can it be done consistently?
Module 4: Unit 1, Session 3 5
What is Tier 2?
Strategic level of instruction – small groups of students with similar literacy deficits work to strengthen overall literacy skills.
Tier 2 interventions augment (not replace) Tier 1 interventions.
Temporary support system for additional, more individualized attention before decisions about referral to Tier 3 or Tier 1.
Module 4: Unit 1, Session 3 6
Who is involved in Tier 2?
Tier 1 intervention teacher (regular education instructor)
Reading specialists, as neededOther special education instructors, as needed
MAIN CONCERN: Instructors working with small groups at Tier 2 should be trained/qualified in literacy instruction.
Module 4: Unit 1, Session 3 7
Tier 2 Instruction Model
Supplementary Resources
Intensive Targeted Support
Team Decision
Making & Collaboration
Ongoing AssessmentHoward (2009)
Module 4: Unit 1, Session 3 8
Review the Reading
Use the “text-rendering” protocol to review the Vaughn & Roberts (2007) reading.
Module 4: Unit 1, Session 3 9
Supplementary Resources
Flexible use of research-based programsProgram materials chosen must be
consistent with student literacy needs.Guided readings within a subject area
Choose quality texts Consider student interests
Keep structure of resources and activities consistent with Tier 1 interventions.
Module 4: Unit 1, Session 3 10
Intensive Targeted Support
Choose texts that meet student reading levelFocus on enhancing literacy skills
Phonemic awarenessPhonicsVocabularyFluencyComprehension
Use one text to practice several skills
Module 4: Unit 1, Session 3 11
Activity: Intervention vs. Remediation
Use the handout in the Participant’s Resource Packet
Brainstorm the key differences
Module 4: Unit 1, Session 3 12
Remediation vs. Intervention
Remediation Replaces classroom reading
instruction Pull-out program Targets a single isolated skill Separation from general
education Slow-paced instruction that
waters down the curriculum
Intervention Enhances classroom reading
instruction Approach varies according
to need Focuses on the reading
process Coordination with general
education Fast-paced instruction to
promote accelerationAdapted from Howard (2009)
Module 4: Unit 1, Session 3 13
Scheduling Logistics of Tier 2When can Tier 2 interventions take place?
Not during direct reading instruction in the student’s regular classroom
During reading activities in subject area classes
Before/after school Time blocks can be
increased or decreased as needed
Where should Tier 2 interventions take place?
In the regular classroom, separate from direct reading instruction time
Outside of the regular classroom (pull-out group)
Module 4: Unit 1, Session 3 14
Team Decision Making & Collaboration
Provides multiple viewpoints to accurately determine next steps for each student
TI team is made up of:AdministratorsInstructing teachersOthers involved with intervention (specialists,
etc.)Decisions should focus on data collected
during formal and informal assessments
Module 4: Unit 1, Session 3 15
Assessment at Tier 2
Greater frequency of progress monitoring to ensure appropriateness of Tier 2 interventions.
Adjust intervention techniques based on ongoing informal assessments during Tier 2 to address student needs.
All of the student’s instructors should be involved in assessments (variety of viewpoints).
Make decisions about the need for formal assessments.
Module 4: Unit 1, Session 3 16
Goals of Tier 2 Intervention
Only 1020% of students require Tier 2 intervention after Tier 1 instruction.
Provide intense instruction that is targeted at overall literacy skills.
Temporary intervention; continual assessment needed to start to determine next steps within 1012 weeks.
Module 4: Unit 1, Session 3 17
The Next Steps
Different for each student.Maintain flexibility of student movement
within tiers as student responsiveness is noted.
Refer students to Tier 3 as the need for more intense instruction is noted.
Successful students continue with Tier 1 in their classroom after sufficient progress.
Module 4: Unit 1, Session 3 18
Wrap-Up
Things to Remember:Tier 2 is implemented by general education
teachers in collaboration with other instructors, depending on student needs.
Tier 2 interventions augment, but do not replace, Tier 1 classroom interventions.
Tier 2 involves temporary instruction; ongoing assessment decides the direction of each student’s literacy needs.
Module 4: Unit 1, Session 3 19
Wrap-Up Activity
In Tier 2 instruction, what is the role of the…Classroom teacher?Special educator or literacy specialist?
Module 4: Unit 1, Session 3 20
For Next TimeRead pages 1217 in “Interventions for Adolescent
Struggling Readers: A Meta-Analysis with Implications for Practice” (2007).
In your opinion, what are the three most important ways in which adolescents can benefit from interventions?
Module 4: Unit 1, Session 3 21
ReferencesHoward, M. (2009). RTI From All Sides: What Every Teacher Needs to Know.
Portsmouth, NH: Heinemann.
Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007) Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Vaughn, S, & Roberts, G. (2007). Secondary interventions in reading: providing additional instruction for students at risk. Teaching Exceptional Children, 4046.
Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.